Mark and Lisa met at a concert and married after dating for a year. However, over time they grew annoyed with each other's habits and lacked tolerance. They decided to divorce, later regretting the decision. Ann and Mike also struggled in their marriage but decided to work on improving their relationship and tolerance rather than divorcing due to their strong bond. For their anniversary, Ann planned a big party and baked a cake, going to the store to purchase necessary ingredients.
This document provides an overview of an English language learning unit about moving on from big life events. It includes conversations about breaking up from relationships and describes moving on positively by getting over the break up. The unit focuses on describing life changes using phrases like "broke up with my boyfriend" and "transferred schools". Learners practice conversations discussing their own life events and responding appropriately to both good and bad news shared by others.
The document provides an overview of a lesson unit about discussing cooking abilities. It includes conversation starters where students talk about their cooking skills, exercises to practice expressing abilities, and a conversation model using tone to convey sarcasm. Students then identify their abilities and volunteer for tasks to plan a class party. Additional links provide supplemental listening practice about making dessert.
This document provides guidance on improving English language skills such as listening, speaking, reading and writing. It discusses active listening techniques like using filler phrases and rephrasing. It also offers tips for being an appreciator, asking questions and practicing voice exercises. Group activities are suggested for practicing monologues, contractions and telling stories about characters in crisis moments.
This document provides materials for an English lesson about movie preferences. It includes conversations for students to listen to about whether people prefer watching movies at home or in theaters. There are exercises for students to practice expressing and discussing their own preferences for movies and entertainment. The lesson aims to build students' fluency in talking about their likes and dislikes regarding movies and free time activities.
English 4 dlp 1 distinguishing rising and falling intonation optEDITHA HONRADEZ
The document discusses distinguishing between rising and falling intonation when asking questions or making statements. It provides examples of questions that require a rising intonation, such as "Is your father a farmer?" and statements that require a falling intonation, such as "You are hungry." Students practice reading sentences and statements aloud, using the correct intonation based on whether the speaker is certain or doubtful about the content. Their performance is evaluated using a rubric.
The document provides instructions and examples for creating a blog, including defining phrasal verbs, discussing modal verbs of advice and obligation, describing future tenses, giving examples of tag questions, and presenting a map of the 3 units in an English course. It also includes a student's self-introduction with name, location, studies, hobbies, favorite sport and food.
The document provides an overview of an English lesson unit about cultural stereotypes. It discusses having students listen to conversations about stereotypes of Australians and Japanese people. Students then practice agreeing and disagreeing with stereotypes using expressions like "That's just a stereotype." The unit teaches the use of rising intonation for declarative questions and has students discuss any stereotypes they have about their own country.
This document provides an overview of an English language learning unit about moving on from big life events. It includes conversations about breaking up from relationships and describes moving on positively by getting over the break up. The unit focuses on describing life changes using phrases like "broke up with my boyfriend" and "transferred schools". Learners practice conversations discussing their own life events and responding appropriately to both good and bad news shared by others.
The document provides an overview of a lesson unit about discussing cooking abilities. It includes conversation starters where students talk about their cooking skills, exercises to practice expressing abilities, and a conversation model using tone to convey sarcasm. Students then identify their abilities and volunteer for tasks to plan a class party. Additional links provide supplemental listening practice about making dessert.
This document provides guidance on improving English language skills such as listening, speaking, reading and writing. It discusses active listening techniques like using filler phrases and rephrasing. It also offers tips for being an appreciator, asking questions and practicing voice exercises. Group activities are suggested for practicing monologues, contractions and telling stories about characters in crisis moments.
This document provides materials for an English lesson about movie preferences. It includes conversations for students to listen to about whether people prefer watching movies at home or in theaters. There are exercises for students to practice expressing and discussing their own preferences for movies and entertainment. The lesson aims to build students' fluency in talking about their likes and dislikes regarding movies and free time activities.
English 4 dlp 1 distinguishing rising and falling intonation optEDITHA HONRADEZ
The document discusses distinguishing between rising and falling intonation when asking questions or making statements. It provides examples of questions that require a rising intonation, such as "Is your father a farmer?" and statements that require a falling intonation, such as "You are hungry." Students practice reading sentences and statements aloud, using the correct intonation based on whether the speaker is certain or doubtful about the content. Their performance is evaluated using a rubric.
The document provides instructions and examples for creating a blog, including defining phrasal verbs, discussing modal verbs of advice and obligation, describing future tenses, giving examples of tag questions, and presenting a map of the 3 units in an English course. It also includes a student's self-introduction with name, location, studies, hobbies, favorite sport and food.
The document provides an overview of an English lesson unit about cultural stereotypes. It discusses having students listen to conversations about stereotypes of Australians and Japanese people. Students then practice agreeing and disagreeing with stereotypes using expressions like "That's just a stereotype." The unit teaches the use of rising intonation for declarative questions and has students discuss any stereotypes they have about their own country.
This document discusses causative verbs in English grammar. It provides examples of common causative verbs like have, make, and get used to express ideas. It explains the causative active and passive forms with simple examples like "She has his brother pick her up" and "The man has his bike repaired by him". It encourages readers to click on a related page title for a video lesson and exercises to further understand and practice causative verbs.
This feedback document provides suggestions to improve the structure and mechanics of writing. It notes several issues with tense, spelling, structure, and capitalization that should be addressed. Specific examples are given such as correcting "because" versus "becuase", being consistent with terms like "English Language" versus "language", and avoiding redundant phrasing like "P1 Learned" and "P2 Liked".
This document provides an overview for an English language learning unit about free time activities and shopping. The unit includes conversations about making shopping plans, suggestions for activities, and discussing personal preferences. Students practice invitation phrases, idioms related to shopping and free time, as well as stress and intonation to express feelings. The unit aims to help students talk about leisure activities and negotiate plans with others.
This document outlines a unit plan for teaching 2nd grade students about cause and effect relationships. It includes 5 lessons using read-alouds like Alexander and the Terrible, Horrible, No Good, Very Bad Day to identify causes and effects in stories. Visuals, sentence frames, think-alouds and discussions are strategies to help English learners understand the concept. Students will learn that a cause is what makes something happen and an effect is what happens as a result, and identify causes and effects in real-life examples. Assessment includes a matching activity and worksheet for students to draw or write their own cause-effect situations.
This document provides guidance on eliciting language from students in English language classes. It discusses the benefits of eliciting over directly telling students what to say, including increased student involvement and motivation. It then lists and describes various techniques teachers can use to elicit language from students, such as asking questions, giving instructions that require a verbal response, using real objects, visual aids, gestures, prompts and cues in simulated social situations. The document also covers providing feedback and corrections to students, as well as activities to practice elicited language such as repetition, echo questions, substitution drills, and developing oral fluency.
This document provides information about a English class, including the types of questions used, objectives, competencies, activities and schedule. It discusses verbs like "have" and "have got" and their uses in affirmative, negative and interrogative sentences. Sample exercises are provided to practice vocabulary, grammar structures and the four skills of listening, reading, writing and speaking.
The document provides a list of contents for a pre-intermediate grammar book. It includes lessons on daily routines, family descriptions, relative clauses, present continuous, past simple, past continuous, prepositions of place and time, and future forms going to and will. The first lesson is on "Talking About You" and introduces common questions to get to know someone like what they study, where they come from, their family, pets, English experience, hobbies and favorite books/movies. Subsequent lessons cover specific grammar points and include exercises to practice.
The document provides learning materials on introducing oneself in formal and informal situations. It includes expressions, language focus on subject pronouns and the present tense, and examples of self-introductions. For formal introductions, it lists greeting expressions and responses. For informal introductions, it gives shorter greeting expressions. It also provides examples of introducing family and friends informally. The document focuses on introducing oneself appropriately depending on the context.
Trung Tâm Anh Văn Giao Tiếp Biên Hòa (Biên Hòa English Center) chuyên dạy
Anh Văn Giao Tiếp cho người đi làm.
Anh Văn Giao Tiếp cho giới văn phòng.
Anh Văn phỏng vấn xin việc.
Anh Văn du lịch.
Anh Văn xuất cảnh.
Anh Văn Thương Mại.
Anh Văn Phỏng Vấn xin Visa du học Mỹ.
Thông tin liên hệ:Trung Tâm Anh Văn Giao Tiếp Biên Hòa
Địa chỉ: 43A/1 Khu Phố 8A, Phường Tân Biên, Tp Biên Hòa, Tỉnh Đồng Nai.
Điện thoại: 0613 888 168Di Động: 0903 77 47 45 (Thầy Trần) Email:thandongtre@gmail.com
Website: http://anhvangiaotiepbienhoa.com/
Với nhiều năm kinh nghiệm trong việc giảng dạy anh văn giao tiếp cho người đi làm, bạn hoàn toàn an tâm với chúng tôi. Hơn nữa chúng tôi sẽ điều chỉnh chương trình học một cách linh hoạt sao cho phù hợp nhất với từng lớp và từng học viên.
Hầu hết học viên sau khi học với chúng tôi đều có khả năng giao tiếp tốt với người nước ngoài và đạt vị trí cao trong công ty.
Chúng tôi cam kết đầu ra chuẩn cho từng học viên.
Lớp ít người
This mock lesson plan aims to teach students about gender stereotypes. It includes two 60-minute lessons. In the first lesson, students will identify gender stereotypes in media, exercise critical thinking, and work collaboratively. Activities include discussing stereotypes, analyzing advertisements for stereotypes, and describing themselves without stereotypes. In the second lesson, students will further identify gender stereotypes in their social environment through a video analysis and reading about breaking stereotypes. Both lessons aim to develop students' understanding of gender stereotypes.
The document contains a poem and lesson plans about a poem called "Mr. Nobody". The poem talks about a persona called Mr. Nobody who is blamed for mischief and irresponsible behavior by children. Several activities and worksheets are proposed to help students understand and analyze the poem, including matching words to their meanings, drawing character traits of Mr. Nobody, role playing an interview with Mr. Nobody, and writing a letter to Mr. Nobody. The lessons aim to teach responsibility and proper behavior.
Moller Poulsen - Primaria - Dimensions of Reflective Learningailenmp
The student completed their second practicum teaching primary school students. They found it more difficult and stressful than teaching kindergarten, in part due to issues managing the older students. However, they learned they need to improve their classroom management skills. While the students were still developing cognitively like kindergarteners in some ways, they require different teaching approaches and materials. Going forward, the student plans to focus on improving classroom management, being more creative with lessons, and better pacing activities to keep students engaged. The experience helped the student continue growing professionally.
This document provides information and guidance for primary education lessons. It discusses the teacher's role of providing a model for correct language use and recasting students' statements to build confidence without punishment. Pictures and total physical response are recommended for teaching methods. Lessons should include authentic communication using precise vocabulary. Instructions are given for starting, organizing and ending lessons effectively as well as developing social skills and classroom management techniques. Sample dialogues and lessons are included.
Trung Tâm Anh Văn Giao Tiếp Biên Hòa (Biên Hòa English Center) chuyên dạy
Anh Văn Giao Tiếp cho người đi làm.
Anh Văn Giao Tiếp cho giới văn phòng.
Anh Văn phỏng vấn xin việc.
Anh Văn du lịch.
Anh Văn xuất cảnh.
Anh Văn Thương Mại.
Anh Văn Phỏng Vấn xin Visa du học Mỹ.
Thông tin liên hệ:Trung Tâm Anh Văn Giao Tiếp Biên Hòa
Địa chỉ: 43A/1 Khu Phố 8A, Phường Tân Biên, Tp Biên Hòa, Tỉnh Đồng Nai.
Điện thoại: 0613 888 168Di Động: 0903 77 47 45 (Thầy Trần) Email:thandongtre@gmail.com
Website: http://anhvangiaotiepbienhoa.com/
Với nhiều năm kinh nghiệm trong việc giảng dạy anh văn giao tiếp cho người đi làm, bạn hoàn toàn an tâm với chúng tôi. Hơn nữa chúng tôi sẽ điều chỉnh chương trình học một cách linh hoạt sao cho phù hợp nhất với từng lớp và từng học viên.
Hầu hết học viên sau khi học với chúng tôi đều có khả năng giao tiếp tốt với người nước ngoài và đạt vị trí cao trong công ty.
Chúng tôi cam kết đầu ra chuẩn cho từng học viên.
Lớp ít người
This lesson plan outlines activities for three English lessons focusing on reacquainting someone, showing concern about an injury, and suggesting a new remedy. Each lesson includes a warm-up activity, vocabulary exercises, grammar explanations and practice, listening comprehension activities, pronunciation drills, conversation models, and a wrap-up. The teacher provides structured support and feedback at each stage to help students improve their English language skills through sustained practice of complex language functions.
This document provides an overview of a unit about discussing art. It includes conversation starters where students listen to friends commenting on different art objects. Students practice expressing criticism and describing art using adjectives. A conversation model is provided where students review changing voice tone when discussing whether they like or dislike a piece of art. Finally, students rate different artworks and choose pieces for an art exhibition.
This document provides guidance on using drama activities to supplement language and content instruction for students of all levels. It describes several drama activities that can help students improve fluency, confidence, and interpersonal skills. Some activities involve partners finding things in common, throwing an invisible ball, acting as trees and birds, and creating instant stories. The document discusses benefits for both teachers and students, such as addressing different learning styles, collaboration, and enjoyment. It provides tips for how teachers can start incorporating these activities, such as focusing on specific skills and connecting activities to curriculum.
This document provides teaching notes and materials for an English lesson for absolute beginners. The 90-minute lesson introduces common greetings, asking for and giving names, the alphabet, basic classroom objects, and numbers 1-5. Exercises include matching names to labels, filling in dialogues, matching objects to pictures and words, tracing and counting numbers. Gestures are encouraged to aid understanding when spoken words are difficult. An interpreter's role is outlined to help explain tasks to students before and after class.
This document contains Jill Cameron's self-evaluation of an audio recording of one of her science lessons along with samples of work from two students, one on-level and one below-level. Jill found that while her lesson went well, she identified areas for improvement such as slowing down her speech and using more affirmative language. The student work samples show improvement in spelling and sentence complexity for the on-level student but inconsistency for the below-level student who struggled to focus during lessons.
Use the past perfect progressive to talk about an action that was in progress before a specific time in the past. The progressive emphasizes the continuing activity, not the end result.
COMPUTERS CLASS X FUNCTIONAL ENGLISH AND WEB APPLICATIONSRc Os
The document provides information on various topics related to functional English and communication skills:
1. It defines key terms used when ordering food at a restaurant such as starters, main course, and dessert.
2. It discusses making resolutions and examples of common resolutions people make for themselves.
3. It provides examples of different types of changes such as change for the better, change for the worse, change with the times, and more.
This document discusses causative verbs in English grammar. It provides examples of common causative verbs like have, make, and get used to express ideas. It explains the causative active and passive forms with simple examples like "She has his brother pick her up" and "The man has his bike repaired by him". It encourages readers to click on a related page title for a video lesson and exercises to further understand and practice causative verbs.
This feedback document provides suggestions to improve the structure and mechanics of writing. It notes several issues with tense, spelling, structure, and capitalization that should be addressed. Specific examples are given such as correcting "because" versus "becuase", being consistent with terms like "English Language" versus "language", and avoiding redundant phrasing like "P1 Learned" and "P2 Liked".
This document provides an overview for an English language learning unit about free time activities and shopping. The unit includes conversations about making shopping plans, suggestions for activities, and discussing personal preferences. Students practice invitation phrases, idioms related to shopping and free time, as well as stress and intonation to express feelings. The unit aims to help students talk about leisure activities and negotiate plans with others.
This document outlines a unit plan for teaching 2nd grade students about cause and effect relationships. It includes 5 lessons using read-alouds like Alexander and the Terrible, Horrible, No Good, Very Bad Day to identify causes and effects in stories. Visuals, sentence frames, think-alouds and discussions are strategies to help English learners understand the concept. Students will learn that a cause is what makes something happen and an effect is what happens as a result, and identify causes and effects in real-life examples. Assessment includes a matching activity and worksheet for students to draw or write their own cause-effect situations.
This document provides guidance on eliciting language from students in English language classes. It discusses the benefits of eliciting over directly telling students what to say, including increased student involvement and motivation. It then lists and describes various techniques teachers can use to elicit language from students, such as asking questions, giving instructions that require a verbal response, using real objects, visual aids, gestures, prompts and cues in simulated social situations. The document also covers providing feedback and corrections to students, as well as activities to practice elicited language such as repetition, echo questions, substitution drills, and developing oral fluency.
This document provides information about a English class, including the types of questions used, objectives, competencies, activities and schedule. It discusses verbs like "have" and "have got" and their uses in affirmative, negative and interrogative sentences. Sample exercises are provided to practice vocabulary, grammar structures and the four skills of listening, reading, writing and speaking.
The document provides a list of contents for a pre-intermediate grammar book. It includes lessons on daily routines, family descriptions, relative clauses, present continuous, past simple, past continuous, prepositions of place and time, and future forms going to and will. The first lesson is on "Talking About You" and introduces common questions to get to know someone like what they study, where they come from, their family, pets, English experience, hobbies and favorite books/movies. Subsequent lessons cover specific grammar points and include exercises to practice.
The document provides learning materials on introducing oneself in formal and informal situations. It includes expressions, language focus on subject pronouns and the present tense, and examples of self-introductions. For formal introductions, it lists greeting expressions and responses. For informal introductions, it gives shorter greeting expressions. It also provides examples of introducing family and friends informally. The document focuses on introducing oneself appropriately depending on the context.
Trung Tâm Anh Văn Giao Tiếp Biên Hòa (Biên Hòa English Center) chuyên dạy
Anh Văn Giao Tiếp cho người đi làm.
Anh Văn Giao Tiếp cho giới văn phòng.
Anh Văn phỏng vấn xin việc.
Anh Văn du lịch.
Anh Văn xuất cảnh.
Anh Văn Thương Mại.
Anh Văn Phỏng Vấn xin Visa du học Mỹ.
Thông tin liên hệ:Trung Tâm Anh Văn Giao Tiếp Biên Hòa
Địa chỉ: 43A/1 Khu Phố 8A, Phường Tân Biên, Tp Biên Hòa, Tỉnh Đồng Nai.
Điện thoại: 0613 888 168Di Động: 0903 77 47 45 (Thầy Trần) Email:thandongtre@gmail.com
Website: http://anhvangiaotiepbienhoa.com/
Với nhiều năm kinh nghiệm trong việc giảng dạy anh văn giao tiếp cho người đi làm, bạn hoàn toàn an tâm với chúng tôi. Hơn nữa chúng tôi sẽ điều chỉnh chương trình học một cách linh hoạt sao cho phù hợp nhất với từng lớp và từng học viên.
Hầu hết học viên sau khi học với chúng tôi đều có khả năng giao tiếp tốt với người nước ngoài và đạt vị trí cao trong công ty.
Chúng tôi cam kết đầu ra chuẩn cho từng học viên.
Lớp ít người
This mock lesson plan aims to teach students about gender stereotypes. It includes two 60-minute lessons. In the first lesson, students will identify gender stereotypes in media, exercise critical thinking, and work collaboratively. Activities include discussing stereotypes, analyzing advertisements for stereotypes, and describing themselves without stereotypes. In the second lesson, students will further identify gender stereotypes in their social environment through a video analysis and reading about breaking stereotypes. Both lessons aim to develop students' understanding of gender stereotypes.
The document contains a poem and lesson plans about a poem called "Mr. Nobody". The poem talks about a persona called Mr. Nobody who is blamed for mischief and irresponsible behavior by children. Several activities and worksheets are proposed to help students understand and analyze the poem, including matching words to their meanings, drawing character traits of Mr. Nobody, role playing an interview with Mr. Nobody, and writing a letter to Mr. Nobody. The lessons aim to teach responsibility and proper behavior.
Moller Poulsen - Primaria - Dimensions of Reflective Learningailenmp
The student completed their second practicum teaching primary school students. They found it more difficult and stressful than teaching kindergarten, in part due to issues managing the older students. However, they learned they need to improve their classroom management skills. While the students were still developing cognitively like kindergarteners in some ways, they require different teaching approaches and materials. Going forward, the student plans to focus on improving classroom management, being more creative with lessons, and better pacing activities to keep students engaged. The experience helped the student continue growing professionally.
This document provides information and guidance for primary education lessons. It discusses the teacher's role of providing a model for correct language use and recasting students' statements to build confidence without punishment. Pictures and total physical response are recommended for teaching methods. Lessons should include authentic communication using precise vocabulary. Instructions are given for starting, organizing and ending lessons effectively as well as developing social skills and classroom management techniques. Sample dialogues and lessons are included.
Trung Tâm Anh Văn Giao Tiếp Biên Hòa (Biên Hòa English Center) chuyên dạy
Anh Văn Giao Tiếp cho người đi làm.
Anh Văn Giao Tiếp cho giới văn phòng.
Anh Văn phỏng vấn xin việc.
Anh Văn du lịch.
Anh Văn xuất cảnh.
Anh Văn Thương Mại.
Anh Văn Phỏng Vấn xin Visa du học Mỹ.
Thông tin liên hệ:Trung Tâm Anh Văn Giao Tiếp Biên Hòa
Địa chỉ: 43A/1 Khu Phố 8A, Phường Tân Biên, Tp Biên Hòa, Tỉnh Đồng Nai.
Điện thoại: 0613 888 168Di Động: 0903 77 47 45 (Thầy Trần) Email:thandongtre@gmail.com
Website: http://anhvangiaotiepbienhoa.com/
Với nhiều năm kinh nghiệm trong việc giảng dạy anh văn giao tiếp cho người đi làm, bạn hoàn toàn an tâm với chúng tôi. Hơn nữa chúng tôi sẽ điều chỉnh chương trình học một cách linh hoạt sao cho phù hợp nhất với từng lớp và từng học viên.
Hầu hết học viên sau khi học với chúng tôi đều có khả năng giao tiếp tốt với người nước ngoài và đạt vị trí cao trong công ty.
Chúng tôi cam kết đầu ra chuẩn cho từng học viên.
Lớp ít người
This lesson plan outlines activities for three English lessons focusing on reacquainting someone, showing concern about an injury, and suggesting a new remedy. Each lesson includes a warm-up activity, vocabulary exercises, grammar explanations and practice, listening comprehension activities, pronunciation drills, conversation models, and a wrap-up. The teacher provides structured support and feedback at each stage to help students improve their English language skills through sustained practice of complex language functions.
This document provides an overview of a unit about discussing art. It includes conversation starters where students listen to friends commenting on different art objects. Students practice expressing criticism and describing art using adjectives. A conversation model is provided where students review changing voice tone when discussing whether they like or dislike a piece of art. Finally, students rate different artworks and choose pieces for an art exhibition.
This document provides guidance on using drama activities to supplement language and content instruction for students of all levels. It describes several drama activities that can help students improve fluency, confidence, and interpersonal skills. Some activities involve partners finding things in common, throwing an invisible ball, acting as trees and birds, and creating instant stories. The document discusses benefits for both teachers and students, such as addressing different learning styles, collaboration, and enjoyment. It provides tips for how teachers can start incorporating these activities, such as focusing on specific skills and connecting activities to curriculum.
This document provides teaching notes and materials for an English lesson for absolute beginners. The 90-minute lesson introduces common greetings, asking for and giving names, the alphabet, basic classroom objects, and numbers 1-5. Exercises include matching names to labels, filling in dialogues, matching objects to pictures and words, tracing and counting numbers. Gestures are encouraged to aid understanding when spoken words are difficult. An interpreter's role is outlined to help explain tasks to students before and after class.
This document contains Jill Cameron's self-evaluation of an audio recording of one of her science lessons along with samples of work from two students, one on-level and one below-level. Jill found that while her lesson went well, she identified areas for improvement such as slowing down her speech and using more affirmative language. The student work samples show improvement in spelling and sentence complexity for the on-level student but inconsistency for the below-level student who struggled to focus during lessons.
Use the past perfect progressive to talk about an action that was in progress before a specific time in the past. The progressive emphasizes the continuing activity, not the end result.
COMPUTERS CLASS X FUNCTIONAL ENGLISH AND WEB APPLICATIONSRc Os
The document provides information on various topics related to functional English and communication skills:
1. It defines key terms used when ordering food at a restaurant such as starters, main course, and dessert.
2. It discusses making resolutions and examples of common resolutions people make for themselves.
3. It provides examples of different types of changes such as change for the better, change for the worse, change with the times, and more.
1. This document provides a lesson plan for using movies to teach phrasal verbs and emotions to 10th grade students.
2. It includes an introduction to phrasal verbs, vocabulary examples with definitions, reading and listening activities using movie clips to identify phrasal verbs, and a grammar activity to practice using phrasal verbs correctly.
3. Additional online resources are provided for students to further practice phrasal verbs on their own time.
The document provides an overview of different parts of speech including nouns, pronouns, adjectives, verbs, adverbs, and conjunctions. It discusses the three types of nouns and gives examples. It also explains the differences between active and passive verbs, compound and complex sentences, and different types of writing.
The document summarizes information about the State Polytechnic University of Carchi in Ecuador. It discusses [1] how the university has grown rapidly but was unfairly categorized as having poor education quality. [2] The government gave universities another opportunity to improve their quality, subjecting them to evaluations. [3] The results announced in April 2012 showed the University of Carchi achieved the best results, but 14 other universities were closed for deceiving over 38,000 students. [4] University authorities want to further improve to achieve a top category in next year's evaluation.
This document provides information about phrasal verbs in English. It defines phrasal verbs as multi-word verb expressions consisting of a verb and one or more particles, typically adverbs or prepositions. The particles can significantly change the meaning of the verb. Phrasal verbs are widely used in both spoken and written English. The document then gives examples of separable and inseparable phrasal verbs and provides lists of common phrasal verbs with examples of usage. It concludes with suggestions for speaking and writing activities to practice using phrasal verbs.
This unit focuses on talking about things students miss from their home country or hometown. It provides conversation starters and models for discussing experiences studying abroad. Students will learn phrases for expressing personal needs and things people commonly miss, like food, weather, friends and family. A conversation model demonstrates how unimportant words are often unstressed in natural English. Students then practice substituting parts of the model conversation.
Abstract
We are language teachers and should be teaching language, not
wasting time watching our learners struggle with pronunciation
which we all know they find boring. Living and working here, we
become inured to and sometimes over-tolerant of substandard
pronunciation, which doesn't necessarily mean sounding like a native
speaker. But how many times have we accepted walk for woke, cut
for cat and berry for very? It's not always easy to diagnose the cause
of our students' pronunciation problems, much less propose an
adequate solution. In this session, for teachers of teens and adults,
we won't be doing any choral drilling but we'll take a look at a range
of non-threatening classroom strategies and techniques that can
help students identify and overcome their pronunciation difficulties.
This workshop looks at a number of accessible ways we can work on
in and out of class to help improve our learners' pronunciation by
providing them activities which we can use in our language classes.
You will find practical in class activities and enjoyable online digital
games to integrate pronunciation teaching to your lessons.
Biographical Details
Ayşegül Liman holds BA (2009) in ELT from Marmara University. She
has been working at Marmara University, English Preparatory School
as an instructor of English. Her interest areas are educational
technology and teacher education.
Fatma Kübra Köşker holds BA (2008) in ELT from Boğaziçi University.
She worked at Aydın University one year and now she has been
working at Marmara University, English Preparatory School as an
instructor of English. Her interest areas are educational technology
and teacher education.
The document provides guidance for learners on grammar content for an intermediate English course. It introduces several grammar topics through concise explanations and examples, including modal verbs, simple future tense, comparative and superlative adjectives, and the differences between "-ed" and "-ing" adjectives. The goal is to give learners a thorough understanding of key grammatical structures to improve their reading, writing, listening and speaking skills in English.
The document provides expressions for various language functions including asking for and giving help, asking for and giving information, agreeing and disagreeing, and opening, maintaining, and ending conversations. It also includes grammar explanations for topics such as past perfect tense, prefer/like structures, and linking verbs. The document serves as a reference for language learners to use different expressions in English depending on the communicative situation or context.
The document provides expressions for various language functions including asking for and giving help, asking for and giving information, agreeing and disagreeing, and opening, maintaining, and ending conversations. It also includes grammar explanations for topics such as past perfect tense, prefer/like structures, and linking verbs. The document serves as a reference for language learners to use different expressions in English depending on the communicative situation or context.
This document provides an overview of a lesson unit about lucky experiences. It includes conversations where students can discuss lucky events that have happened to them or people they know. It also includes idioms related to luck, such as "get a promotion" or "inherit a lot of money." The lesson teaches students how to congratulate others and express jealousy in both tone and words. It models a conversation using a friendly tone and provides opportunities for students to practice similar conversations.
This document provides information about a lesson on the present simple tense, including:
1. Instructions for students on how to prepare for the online class such as finding materials, checking their technology, and uploading a photo.
2. An overview of the lesson objectives which is to review and practice using the present simple tense in affirmative, negative, and interrogative forms.
3. Examples of sentences using the present simple tense about a teacher and her daily activities that students will analyze to identify facts, routines, and timetables.
This document provides tips and guidelines for candidates taking an IELTS speaking exam. It emphasizes the importance of giving full answers, asking for clarification if needed, and providing relevant responses to examiners' questions. It also offers examples of phrases to use to indicate thinking time and suggestions for speaking fluently and confidently during the exam.
New Frontiers is a six-level English course for young adult learners. It uses balanced input and output activities to guide students through core English skills. The series focuses on communication, critical thinking, collaboration, and creativity using 21st century learning techniques. The course features include colorful comics, animations, unit structures to encourage engagement, and a focus on preparing students to communicate globally. Each level contains 10 units covering vocabulary, grammar, listening, speaking, reading, writing, and projects.
This summary provides an overview of activities from an online English lesson for 4th graders on describing people. The lesson includes singing a song to review body parts, reading a WhatsApp conversation about a student's favorite singer Billie Eilish, and describing characters like the teacher's favorite - the Cheshire Cat from Alice in Wonderland. Students will then take turns describing their own favorite character for the class. The lesson aims to develop vocabulary for physical description and speaking skills through interactive activities.
This document provides a week's worth of home learning materials for Year 4 students. It includes instructions for daily spelling and grammar practice, writing assignments like creating emotion sentences and writing instructions, and a reading comprehension activity. Students are encouraged to continue their learning at home and contact teachers if they need any help. A variety of engaging activities are outlined to keep students practicing important English skills while schools are closed.
The document provides tips for international students adjusting to life on a new college campus. It discusses the challenges of being away from home but also the opportunities to make new friends. While the academic work may be difficult, students are encouraged to manage their time and not fall behind. The beginning of college can be lonely, but orientation programs help new students socialize. Overall, college offers great potential for growth and learning if students make responsible choices.
This document outlines the lesson plan for an English 8 class taught by Mrs. Mariefel P. Reovoca. The lesson plan focuses on using adjectives to convey emotions and persuade. It includes an opening prayer, attendance, lessons on adjectives and emotive language, examples of adjectives showing positive and negative emotions, a sample paragraph, and a group activity and assessment on the topic.
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1. UNIT 1-CULTURAL ASPECTS
VOCABULARY SESSION
Remember that you are expected to learn this vocabulary session.
Use this presentation material as many times as necessary to support your self-
assessment practice (autoevaluación) and the vocabulary activities which will be used
by the tutor to provide feedback about your vocabulary performance.
This presentation comprises two sections:
• Section One: A display of the new vocabulary, its meaning, examples and use in
context.
• Section Two: A link to an application (Flashcards-Quizlet) to review all the new
words and their pronunciation.
We highly recommend to complete these two instances in order to succesfully
improve your vocabulary.
2. SECTION ONE
VOCABULARY PRESENTATION
Go over this section as many times as
necessary. Be sure you understand and
remember the vocabulary presented here.
If you have any doubt, please contact your
tutor through the Forum.
3. Useful Expressions-Time
FROM TIME TO TIME/ONCE IN A WHILE = occasionally
I visit her once in a while.
From time to time, I like to go fishing.
SOMEDAY = at some future day
He plans to retire someday.
ALL AT ONCE= suddenly
All at once I felt dizzy and had to lie down.
4. Useful Expressions-Addition
IN ADDITION = Also
John and Alice act and sing. In addition, they dance.
ALONG WITH = In addition to
She fired all the journalists in the company, along with some of
the administration workers.
AS WELL AS = In addition to
He is corageous as well as strong.
5. Useful Expressions-Quantity
MOST
• Used to mean 'the majority' or 'the largest part'
• You use most in front of a plural noun which does
not have a determiner, such as 'the' or 'a', or a
possessive, such as 'my' or 'our', in front of it.
• Most people agree that stealing is wrong.
• You use most of in front of a pronoun, such as us
or it, or in front of a noun which has a determiner
or possessive noun in front of it.
• Most of them enjoy music.
• He used to spend most of his time in the library.
A GOOD DEAL OF/A GREAT
DEAL OF
• A large amount or
quantity of
something.
• John knows a good
deal about history.
• She spent a great
deal of time on the
project.
6. Useful expressions-Idioms
Not able to avoid a situation.CAN´T HELP
•I can´t help being scared of dogs.
•NOTICE that you have to use the gerund after this expression.
To have a desire for.FEEL LIKE
•I feel like going for a walk.
•NOTICE that you have to use the gerund after this expression.
To understand something after an unpleasant experience.LEARN A LESSON
•I don't want to end up back in jail again – I've learned my lesson.
To get very angry.LOSE ONE’S TEMPER
•When my dad found out I had failed the exams, he completely lost his temper.
7. Useful Expressions-Prepositions
• By the side of
• The dog ran alonside me all
the way.
ALONGSIDE
(OF)
• With the exception of
• Apart from a few scratches,
the car was undamaged.
APART
FROM
8. Useful Expressions-Prefixes
Ex- •Tony is my ex-boyfriend.
Great-
•my great-grandfather
(=the grandfather of one
of my parents)
•my great-aunt (=the aunt
of one of my parents)
9. ADVERBS
Adverb Meaning Example
ALTOGETHER Completely These rare animals may soon
disappear altogether.
MOSTLY Mainly We listen to rock music mostly.
CONSEQUENTLY As a result They’ve increased the number of
employees and consequently the
service is better.
THUS Consequently/As a result It is late, and thus you must go.
APART Into pieces We had to take the engine apart
because it was not working.
10. ADJECTIVES
Interesting
something that is
interesting makes you
want to know about it
or take part in it
She is an interesting
new writer.
Interested
wanting to learn more
about something or to
become involved in
something
The listeners were all
greatly interested in
the writer’s lecture.
11. Interesting vs. Interested
Now check if you learned the difference
between those two adjectives (interesting vs.
interested)
• http://www.tolearnenglish.com/exercises/exe
rcise-english-2/exercise-english-2327.php
12. ADJECTIVES
EMOTIONS & WAYS OF BEING
Annoying
Causing
annoyance
It’s annoying to
have to wait to be
served at a
restaurant.
Annoyed
Angry or
impatient
I couldn’t see her
face, but she
sounded annoyed.
13. ADJECTIVES
EMOTIONS & WAYS OF BEING
Disappointing
not as good as you
had hoped for or
expected
This year’s sales
figures were very
disappointing.
Disappointed
Depressed because
something you
expected or hoped
did not happen
I was disappointed to
see that my
suggestions had been
ignored.
14. ADJECTIVES
EMOTIONS & WAYS OF BEING
ADJECTIVE MEANING EXAMPLE
EAGER Very excited and interested He’s so eager to learn that he stays
late every evening.
LENIENT Not strict/Indulgent The judge was lenient with her as
this was her first offence.
TOLERANT willing to accept behaviour and
beliefs that are different from
your own
He's pretty tolerant of different
political views, but don't ask him
about religion.
STRICT Rigorous in the imposition of rules Dad’s very strict with us about table
manners.
GUILTY feeling bad because you have
done something bad or wrong
I still feel guilty about things I said
to my mother when I was a
teenager.
STUPID Not intelligent I didn’t ask because I was afraid of
looking stupid.
17. VERBS-COOKING
Recipe instructions:
1-MIX (put together, combine) all the ingredients.
2-STIR (move in circular motions with a spoon)
everything for about two minutes.
3-FRY (cook in a pan using fat or oil) in hot oil.
4-Then GRILL (cook on a metal frame over fire) the
chicken breasts.
5-Finally BAKE (cook in an oven) the potatoes in a
hot oven.
18. VERBS-RELATIONSHIPS
VERB MEANING EXAMPLE
ATTRACT to produce or cause an interest in
something or someone
She’s never had any trouble
attracting men.
DIVORCE to separate by divorce She divorced her husband.
GET ALONG WITH have smooth relations Jane gets along with her
peers at work.
PUT UP WITH to tolerate We had to put up with the
inconvenience.
TOLERATE to endure without complaint I can tolerate laziness, but
not incompetence.
ANNOY to cause irritation to someone It really annoys me when
you don’t listen to what I’m
saying.
DISAPPOINT To leave unsatisfied His ingratitude
disappointed me.
REGRET To feel remorseful about I regret not speaking to her
before she left.
19. The story of Mark and Lisa
Mark and Lisa met at a concert. They attracted
each other right away. After dating for one
year, they decided to marry. At first, they got
along very well, but as time went by Lisa
couldn’t put up with Mark’s untidiness and
Mark couldn’t tolerate Lisa’s annoying habits.
They were both disappointed and decided to
divorce shortly after. Now they both regret
their decision.
20. Multi-word Verbs :
Verbs which consist of a verb and one or two particles or prepositions (e.g. up, over, in, down)
VERB MEANING EXAMPLE
END UP To conclude, to eventually do We spent a long time looking for a new
car, but we ended up buying a used one
DROP OUT OF to let someone or something
fall out of something.
He dropped the paper out of the
window
HAND IN To give something to a responsible person I finished my essay about Economy, so I
handed it in to the teacher
START OUT
(ON)
begin career John started out on Medicine School
because he wants to be a doctor
STAY UP not go to bed He wasn’t tired, so he stayed up until 4
am
TAKE OFF Remove I love taking off the envelope of
birthday presents
TURN IN submit, hand in Please, turn in your homework.
21. Multi-word Verbs:
Verbs which consist of a verb and one or two particles or prepositions (e.g. up, over, in, down)
VERB MEANING EXAMPLE
CALL FOR demand, request The boss called for a cofee
DEPEND ON be determined by Children depend on their parents.
PUT OFF delay until later I’ll put off going to Paris until next
year.
TEAR UP rip to pieces I tore up all the photos of
my old boyfriend.
GET ALONG (IN) To progress I have gotten along in well in my
job, due to my hard work
GIVE AWAY to donate or bestow as a gift I gave away a lot of clothes to
charity
BECOME OF to happen to or be a result for
something or someone
What will become of John after he
gets fired?
22. Verbs-Match the verb with its definition
VERB
inquire (about)
neglect (to)
volunteer
waste
MEANING
to ask for information
to not do something, often
because you forget
to freely choose to offer or
give without being asked or
obliged
use inefficiently
23. Verbs-Match the verb with its definition
VERB
RUSH
BET
COMBINE
CREATE
MEANING
to do something or move
very quickly
to risk losing something if your
guess is wrong
to unite or to join together to
make a single thing or group
Originate, make
24. Verbs-Match the verb with its definition
VERB
PURCHASE
SEPARATE
LIST
LACK
CLICK (ON)
MEANING
to buy something
to set or put apart into
sections
enumerate: tasks, items,
etc.
to show a deficiency
computing: press mouse
to select
26. NOUNS-COOKING & RELATIONSHIPS: The story of Ann and Mike
After 20 years of marriage, Ann and Mike were not getting along
very well and they were experiencing low tolerance towards
each other, but they decided to pay attention to their mistakes
and try it harder to improve their relationship because, after all,
their problem wasn’t lack of love, and divorce wasn’t an option
for them. There was a strong link between them. So, for their
anniversary Ann decided to give a big party at home with all
their grandchildren (2 granddaughters and 3 grandsons) and
their in-laws. She would bake a delicious cake for her spouse.
She headed to the kitchen in a rush, displayed her set of pans,
checked the ingredients and quantities of the recipe and
prepared the list of groceries she had to purchase. Once at the
store, she carefully checked the due dates on the labels of the
jars. She also liked to read the nutrition facts of each product to
make sure they contained enough vitamins. After all, this party
had to be a mixture of nutritious food and feelings!
27. NOUNS-COOKING & RELATIONSHIPS
GROCERIES food from store My wife went to the market to get some
groceries.
INGREDIENT part of recipe Combine all the ingredients for the stew.
JAR Food container A jar of mayonnaise.
LABEL Food packaging. A piece of paper or
other material that
gives information about
the object it is attached
Follow the instructions on the label.
LIST Written series of items I read an article with a list of
the world’s richest people.
MIXTURE The product of mixing Her face showed a mixture
of fear and joy.
QUANTITY the amount of something You need a small quantity of milk for
this recipe.
28. NOUNS-COOKING & RELATIONSHIPS
RECIPE A set of directions with a list of
ingredients for making or preparing
something, especially food
I love my grandma’s chocolate
cake recipe.
RELATIONS
HIP
a connection, association, or
involvement
Write an essay on
the economic relationship
between farming and
transportation.
SET A group of people or things that belong
together. Collection, kit
There are two sets of twins in my
class.
SPOUSE Either member of a married pair in
relation to the other
How long ago did your spouse
die?
TOLERANCE The capacity for or the practice of
recognizing and respecting the beliefs
or practices of others
There is zero tolerance
of violence at this company.
VITAMIN natural substances found in food that
are necessary to keep your body
healthy
Oranges contain several essential
vitamins.
30. Expand your vocabulary about
relationships
You can read further about this topic at this site:
http://www.military.com/spouse/relationships/
military-marriage/building-positive-
relationship-with-your-spouse.html
31. More nouns
Noun
COST
CULTURE
FILE
KNOWLEDGE
REGRET
MEANING
the amount of money that is needed in
order to buy, pay for, or do something
behaviors and beliefs
of a particular social group
A feeling of sorrow, disappointment
A container, for keeping papers in order
The state or fact of knowing
32. SECTION TWO
Now it’s time to practice pronunciation and
to check how much you remember.
Go to Quizlet-Flashcards
This is the mode we suggest for practising:
Motion: Flip
Audio: On, to listen to the pronunciation
Both sides: allows you to see the word
together with its definition and image.